§ 15497. Local Control and Accountability Plan and Annual Update Template.
Introduction:
LEA: _Clovis Unified School District Contact: Janet Young, Ed.D. Superintendent; janetyoung@cusd.com; 559.327.9100 LCAP Year:2014-17
Local Control and Accountability Plan and Annual Update Template
The Local Control and Accountability Plan (LCAP) and annual update template shall be used to provide details regarding local educational agencies’ (LEAs) actions and expenditures to support pupil outcomes
and overall performance pursuant to Education Code sections 52060, 52066, 47605, 47605.5, and 47606.5.
For school districts, pursuant to Education Code section 52060, the LCAP must describe, for the school district and each school within the district, goals and specific actions to achieve those goals for all pupils and
each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, for each of the state priorities and any locally identified priorities.
For county offices of education, pursuant to Education Code section 52066, the LCAP must describe, for each county office of education-operated school and program, goals and specific actions to achieve those
goals for all pupils and each subgroup of pupils identified in Education Code section 52052, including pupils with disabilities, who are funded through the county office of education Local Control Funding Formula
as identified in Education Code section 2574 (pupils attending juvenile court schools, on probation or parole, or mandatorily expelled)
for each of the state priorities and any locally identified priorities. School
districts and county offices of education may additionally coordinate and describe in their LCAPs services provided to pupils funded by a school district but attending county-operated schools and programs,
including special education programs.
Charter schools, pursuant to Education Code sections 47605, 47605.5, and 47606.5, must describe goals and specific actions to achieve those goals for all pupils and each subgroup of pupils identified in
Education Code section 52052, including pupils with disabilities, for each of the state priorities as applicable and any locally identified priorities. For charter schools, the inclusion and description of goals for state
priorities in the LCAP may be modified to meet the grade levels served and the nature of the programs provided, including modifications to reflect only the statutory requirements explicitly applicable to charter
schools in the Education Code.
The LCAP is intended to be a comprehensive planning tool. LEAs may reference and describe actions and expenditures in other plans and funded by a variety of other fund sources when detailing goals, actions,
and expenditures related to the state and local priorities. LCAPs must be consistent with school plans submitted pursuant to Education Code section 64001. The information contained in the LCAP, or annual
update, may be supplemented by information contained in other plans (including the LEA plan pursuant to Section 1112 of Subpart 1 of Part A of Title I of Public Law 107-110) that are incorporated or referenced
as relevant in this document.
For each section of the template, LEAs should comply with instructions and use the guiding questions as prompts (but not limits) for completing the information as required by statute. Guiding questions do not
require separate narrative responses. Data referenced in the LCAP must be consistent with the school accountability report card where appropriate. LEAs may resize pages or attach additional pages as
necessary to facilitate completion of the LCAP.
State Priorities
The state priorities listed in Education Code sections 52060 and 52066 can be categorized as specified below for planning purposes, however, school districts and county offices of education must address each of
the state priorities in their LCAP. Charter schools must address the priorities in Education Code section 52060(d) that apply to the grade levels served, or the nature of the program operated, by the charter
school.
Updated August 6, 2014 Page 1
A. Conditions of Learning:
Basic: degree to which teachers are appropriately assigned pursuant to Education Code section 44258.9, and fully credentialed in the subject areas and for the pupils they are teaching; pupils have access to
standards-aligned instructional materials pursuant to Education Code section 60119; and school facilities are maintained in good repair pursuant to Education Code section 17002(d). (Priority 1)
Implementation of State Standards: implementation of academic content and performance standards adopted by the state board for all pupils, including English learners. (Priority 2)
Course access: pupil enrollment in a broad course of study that includes all of the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Section 51220, as applicable.
(Priority 7)
Expelled pupils (for county offices of education only): coordination of instruction of expelled pupils pursuant to Education Code section 48926. (Priority 9)
Foster youth (for county offices of education only): coordination of services, including working with the county child welfare agency to share information, responding to the needs of the juvenile court system,
and ensuring transfer of health and education records. (Priority 10)
B. Pupil Outcomes:
Pupil achievement: performance on standardized tests, score on Academic Performance Index, share of pupils that are college and career ready, share of English learners that become English proficient, English
learner reclassification rate, share of pupils that pass Advanced Placement exams with 3 or higher, share of pupils determined prepared for college by the Early Assessment Program. (Priority 4)
Other pupil outcomes: pupil outcomes in the subject areas described in Education Code section 51210 and subdivisions (a) to (i), inclusive, of Education Code section 51220, as applicable. (Priority 8)
C. Engagement:
Parent involvement: efforts to seek parent input in decision making, promotion of parent participation in programs for unduplicated pupils and special need subgroups. (Priority 3)
Pupil engagement: school attendance rates, chronic absenteeism rates, middle school dropout rates, high school dropout rates, high school graduations rates. (Priority 5)
School climate: pupil suspension rates, pupil expulsion rates, other local measures including surveys of pupils, parents and teachers on the sense of safety and school connectedness. (Priority 6)
Updated August 6, 2014 Page 2
Section 1: Stakeholder Engagement
Meaningful engagement of parents, pupils, and other stakeholders, including those representing the subgroups identified in Education Code section 52052, is critical to the LCAP and budget process. Education
Code sections 52062 and 52063 specify the minimum requirements for school districts; Education Code sections 52068 and 52069 specify the minimum requirements for county offices of education, and
Education Code section 47606.5 specifies the minimum requirements for charter schools. In addition, Education Code section 48985 specifies the requirements for translation of documents.
Instructions: Describe the process used to engage parents, pupils, and the community and how this engagement contributed to development of the LCAP or annual update. Note that the LEA’s goals related to
the state priority of parental involvement are to be described separately in Section 2, and the related actions and expenditures are to be described in Section 3.
Guiding Questions:
1) How have parents, community members, pupils, local bargaining units, and other stakeholders (e.g., LEA personnel, county child welfare agencies, county office of education foster youth services
programs, court-appointed special advocates, foster youth, foster parents, education rights holders and other foster youth stakeholders, English learner parents, community organizations representing
English learners, and others as appropriate) been engaged and involved in developing, reviewing, and supporting implementation of the LCAP?
2) How have stakeholders been included in the LEA’s process in a timely manner to allow for engagement in the development of the LCAP?
3) What information (e.g., quantitative and qualitative data/metrics) was made available to stakeholders related to the state priorities and used by the LEA to inform the LCAP goal setting process?
4) What changes, if any, were made in the LCAP prior to adoption as a result of written comments or other feedback received by the LEA through any of the LEA’s engagement processes?
5) What specific actions were taken to meet statutory requirements for stakeholder engagement pursuant to Education Code sections 52062, 52068, and 47606.5, including engagement with
representative parents of pupils identified in Education Code section 42238.01?
6) In the annual update, how has the involvement of these stakeholders supported improved outcomes for pupils related to the state priorities?
Involvement Process
Impact on LCAP
In order to involve numerous stakeholder groups in the development of Clovis Unified’s 2014-17 budget
and LCAP, District and school leaders held well over 100 meetings during January and February 2014 to
gather input, conducted a districtwide online parent survey, and invited participation in these meetings
and in the online survey through face-to-face contact, telephone calls and emails to parents in multiple
languages. These meetings included parents, students, employees and community members and
focused on effective strategies to meet the needs of all students, and specifically at risk students
including English Learners (EL), Foster Youth (FY) and Low Income (LI) students.
In addition to regularly scheduled parent advisory and employee meetings, outreach specific to special
interest areas including Special Education parents, foster youth, Governing Board members, represented
employee groups, Citizen’s Oversight Committee members, student advisory and leadership teams, site
and District English Learner Advisory Committee (DELAC), District Advisory Committee (DAC), and
parents of migrant and Native American Indian students occurred. When we identified a specific group
of non-English speaking parents who may not have felt comfortable accessing school site meetings, a
special meeting was coordinated with assistance from the Center for New Americans and personal calls
made to families inviting them to attend. An additional meeting was held with agencies and families
representing foster youth in order to hold specific dialogue around the unique needs of foster youth.
Throughout the engagement process, it was apparent that our English
learner, low income and foster parents/guardians are supportive of the
District’s current intervention and engagement efforts. While supporting the
actions and services in place within the District currently, feedback was
received related to areas that could benefit from additional, concerted efforts
by educators in order to maximize achievement and success for all
students.
These focus areas, which also reflect the state’s priority areas, include:
1. Parent Involvement: Eliminating barriers and training parents to access
and support their child’s education.
2. Safety: Maintaining campus environments that allow students to feel
secure and focus on their education.
3. College and Career Readiness: Preparing students for the world after
high school is critical to their long-term engagement in school and
success over time.
Updated August 6, 2014 Page 3
Feedback from these meetings, which focused on strategies that effectively meet the academic needs of
all students (what we are doing well, and what can we do better), was then assembled, reviewed and
discussed by the close to 200 members of the District’s LCAP Parent Advisory Committee (with particular
attention paid to reaching out to and connecting with all stakeholder groups including those identified in
Ed Code 42238.01) at a meeting held February 18, 2014, and meetings of the DAC and DELAC held
January 14 and March 8 respectively. Following these meetings, the District Leadership Team reviewed
all comments, feedback and recommendations collected to this point, and identified implications and
actions needed to execute the recommendations gathered from the community. This information was
then used by the Superintendent and District leaders to develop recommendations for expenditures to
address the needs of all students (and specifically low income, foster youth and English Learners) and a
draft of the LCAP.
Also considered in the LCAP development was extensive performance data (as a whole and by
subgroup) including, in part, student assessment data, graduation rates, dropout rates, English Learner
reclassification rates, attendance, suspension and expulsion rates, annual parent satisfaction survey
responses, Clovis Assessment System for Sustained Improvement (CLASSI) results, annual employee
climate assessment responses, number of students completing college/university entrance requirements,
numbers of students needing remedial coursework when entering college/university, annual student
voice survey responses, highly qualified/credentialed teacher rates, passage rates and scores on AP,
SAT, ACT, PSAT, CAHSEE and similar assessments, the District’s Local Educational Area Plan (LEAP),
School Plans for Student Achievement (SPSAs), and prior and current year budgets.
This draft was then discussed at length during a workshop held by the Governing Board on March 26 and
revisions incorporated based on dialogue at this meeting. Meetings were held with the DELAC and DAC
on April 30, 2014, and the District’s LCAP Parent Advisory Committee (April 29, 2014) at which the
Superintendent and staff presented the draft LCAP and received feedback from members. Copies of the
draft LCAP were available in Spanish, English and Hmong, with translators available to support non-
English speaking parents throughout the process. Adjustments were made based on feedback received
from these meetings as well as those received during a public comment period in which the LCAP was
posted online and all parents in the District notified by telephone (in their home language) of its
availability for review (May 1 - 21). The Superintendent also communicated in writing with all members of
the DAC, DELAC and LCAP Parent Advisory Committee following the April 29 and April 30 meetings. A
public hearing was held by the Board on May 21, with the hearing posted publicly online and at multiple
sites around the District six days prior. No member of the public was present at the public hearing to
comment on the proposed LCAP. Feedback received in the April meetings was responded to and used to
make final adjustments to the LCAP, which was presented to the Board on June 11 and adopted prior to
their approval of the 2014-15 annual budget.
Of note, the LCAP goals reflect the District’s Strategic Plan Aims, which were developed in collaboration
4. Student Engagement through Co-Curricular Programs: The creation
of multiple points of connection for students to school is paramount to
creating and maintaining student engagement, and access and
involvement in co-curricular programs are often the connection that
academics do not provide for all students.
5. Services to Students: At risk students need more focused attention by
caring educators to ensure that they stay in school and succeed
academically. Often, families of at risk students also struggle with
accessing the educational environment and need additional assistance
and support to do so.
6. Intervention Support: One-on-one and targeted intervention for students
at risk of not achieving grade level standards allows students who may
otherwise fail become successful.
7. Curriculum and Instruction: All students, including at risk students, are
more likely to succeed when instructional materials are sufficient, staff is
highly qualified and trained, and instructional strategies and tools are
innovative.
It was felt by stakeholders that if the District was able to address the seven
identified areas listed above (with a specific emphasis on at risk students
identified in Ed Code section 42238.01) we would be successful in
increasing student success, decreasing student discipline problems and
narrowing the achievement gap.
Through consultation with the District’s school and faculty leadership teams,
stakeholder feedback was processed further, and implications for classroom
learning, operational resources and staffing needs identified. The District
then built its budget and its LCAP Actions and Services targeted to the
seven focus areas listed above.
Following the development of the LCAP, which relied heavily on feedback
and comments gathered during the community engagement process
detailed at left, the draft plan was introduced to the Governing Board. The
Board reviewed all elements of the plan and affirmed their support of the
proposed Goals, Actions and Services, as well as the timing of those
actions that will be phased in during years two and three of the LCAP. Their
supportive comments were used to finalize the draft LCAP, which was then
presented to the District’s LCAP Parent Advisory Committee on April 29,
2014, and to members of the District Advisory Committee (DAC) and District
English Language Advisory Committee (DELAC) on April 30, 2014.
Updated August 6, 2014 Page 4
with employee, parent, student and community stakeholders, and which are consistent with the Clovis
Unified LEAP. In the following pages, the eight state priority areas are referenced numerically as follows:
1: Student Engagement
2: Other Student Outcomes
3: Parental Involvement
4: Access to Broad Curriculum
5: Implementation of State Standards
6: Basic Services (Williams Act)
7: School Climate
8: Student Achievement
After reviewing the draft LCAP with the District LCAP Advisory Committee,
DAC and DELAC, the District will hold a public comment period with the
Draft LCAP posted on its website to gather additional feedback.
Extensive dialogue was held with members of the DAC, DELAC and District
LCAP Advisory Committee meetings referenced above, with overwhelmingly
positive feedback received on the recommended actions and services
presented by District leadership. During this dialogue members identified
several service themes that will impact the final LCAP proposal in years
one, two or three. These themes included:
• Ongoing need to address class sizes at all grade levels.
• The importance of resources devoted to parent
involvement/engagement. As a result, additional services are being
evaluated for possible implementation in years two and three of the
LCAP centered on the expanded concept of Area-based
Parent/Guardian Resource Centers out of which the District’s
Transition Teams would be based.
• Continued research into the level of translation services needed for
our second language community and possible additional investment
in future years.
• The importance of services for students with Individual Education
Plans (IEP). The District is currently conducting a third-party audit of
its Special Education Program, and investing more than $1.5 million
in additional base grant funds in 2014-15 to its Special Education
programs.
• Continued elimination of barriers for at risk students to be involved in
co-curricular programs that engage them in their education.
• Evaluation of the impact of lack of transportation to and from school
has in low income areas not served by CUSD transportation
services.
• Continued attention to all students, including high achieving students
served through base grant funds (such as Advanced Placement
courses, GATE, etc.).
• Continued attention on social-emotional health of students with
consideration given to the current level of service provided through
school psychologists and other programs.
These themes were the basis for consideration in the final draft of the Clovis
Unified LCAP and/or will form the basis for the start of a conversation during
the 2015-16 annual LCAP review process.
Updated August 6, 2014 Page 5
The voice of parents, students, employees and the community is reflected
throughout the Goals, Services and Actions detailed in the following pages,
and reflects our long-term engagement strategy that sought to give every
stakeholder the opportunity to have their voice heard on behalf of all
students.
Updated August 6, 2014 Page 6
Section 2: Goals and Progress Indicators
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require(s) the
LCAP to include a description of the annual goals, for all pupils and each subgroup of pupils, for each state priority and any local priorities and require the annual update to include a review of progress towards
the goals and describe any changes to the goals.
Instructions: Describe annual goals and expected and actual progress toward meeting goals. This section must include specifics projected for the applicable term of the LCAP, and in each annual update year, a
review of progress made in the past fiscal year based on an identified metric. Charter schools may adjust the chart below to align with the term of the charter school’s budget that is submitted to the school’s
authorizer pursuant to Education Code section 47604.33. The metrics may be quantitative or qualitative, although LEAs must, at minimum, use the specific metrics that statute explicitly references as required
elements for measuring progress within a particular state priority area. Goals must address each of the state priorities and any additional local priorities; however, one goal may address multiple priorities. The
LEA may identify which school sites and subgroups have the same goals, and group and describe those goals together. The LEA may also indicate those goals that are not applicable to a specific subgroup or
school site. The goals must reflect outcomes for all pupils and include specific goals for school sites and specific subgroups, including pupils with disabilities, both at the LEA level and, where applicable, at the
school site level. To facilitate alignment between the LCAP and school plans, the LCAP shall identify and incorporate school-specific goals related to the state and local priorities from the school plans submitted
pursuant to Education Code section 64001. Furthermore, the LCAP should be shared with, and input requested from, school site-level advisory groups (e.g., school site councils, English Learner Advisory
Councils, pupil advisory groups, etc.) to facilitate alignment between school-site and district-level goals and actions. An LEA may incorporate or reference actions described in other plans that are being
undertaken to meet the goal.
Guiding Questions:
1) What are the LEA’s goal(s) to address state priorities related to “Conditions of Learning”?
2) What are the LEA’s goal(s) to address state priorities related to “Pupil Outcomes”?
3) What are the LEA’s goal(s) to address state priorities related to “Engagement” (e.g., pupil and parent)?
4) What are the LEA’s goal(s) to address locally-identified priorities?
5) How have the unique needs of individual school sites been evaluated to inform the development of meaningful district and/or individual school site goals (e.g., input from site level advisory groups,
staff, parents, community, pupils; review of school level plans; in-depth school level data analysis, etc.)?
6) What are the unique goals for subgroups as defined in Education Code sections 42238.01 and 52052 that are different from the LEA’s goals for all pupils?
7) What are the specific predicted outcomes/metrics/noticeable changes associated with each of the goals annually and over the term of the LCAP?
8) What information (e.g., quantitative and qualitative data/metrics) was considered/reviewed to develop goals to address each state or local priority and/or to review progress toward goals in the annual
update?
9) What information was considered/reviewed for individual school sites?
10) What information was considered/reviewed for subgroups identified in Education Code section 52052?
11) In the annual update, what changes/progress have been realized and how do these compare to changes/progress predicted? What modifications are being made to the LCAP as a result of this
comparison?
Updated August 6, 2014 Page 7
Identified Need
and Metric
Goals
Annual
Update:
What will be different/improved for students? (based on
identified metric)
Related State and
Local Priorities
Description of Goal
Applicable
Pupil
Subgroup
School(s)
Affected
LCAP Year 1:
2014-15
LCAP Year 2:
2015-16
LCAP Year 3:
2016-17
100% of students do not
currently perform at or
above grade level in
mathematics and
English Language Arts.
An achievement gap
exists for at risk
students, including
English Learners, Foster
Youth and Low Income
subgroups. Success will
be evaluated by multiple
measures including, but
not limited to, CAHSEE,
District formative
assessments, CELDT,
CLASSI (described
below), LEAP, SART
(parent-school advisory
teams), School Plan for
Student Achievement,
CAASP, & EL
Reclassification Rates.
The framework for the
“Clovis Assessment
System for Sustained
Improvement” (CLASSI)
entails a broad-based
approach involving three
major components:
COMPONENT I:
Goal 1: The district will
provide a high quality
educational system for all
students, including all
subgroups, focusing on
mind, body and spirit
utilizing active learning,
high academic rigor and
systematic intervention
to ensure college and
career readiness.
Continue to increase
student achievement,
with a focus on
narrowing the
achievement gap for all
subgroups.
EL, LI, Special
Education,
Foster Youth
and all
significant
subgroups
All
Year one of the three-
year LCAP will be used
to determine baseline
data in the state-
required metric areas
of: API, A-G
Completion, EL
Proficiency, EL
reclassification, Middle
School and High School
dropout rates,
advanced placement
participation, broad
course access by all
subgroups, Early
Assessment Program
rates (EAP), and
graduation rates. This
year will also be used
to update CLASSI as
needed to ensure this
local assessment
metric reflects the
District’s LCAP
commitments and
required metrics.
In year two, work to
gather baseline data
will be complete and
the existing CLASSI
metrics will be updated
to reflect new state
requirements. It is
expected that the
metrics included at left
will increase by a
minimum of 1% for all
students as well as
each significant
subgroup (EL, FY, LI,
Special Ed).
Additionally, the
District will maintain
low Middle and High
School dropout rates
and identify courses
with low enrollment of
identified subgroups
for further study.
It is expected at the
metrics included at left
will increase by 1% for
all students as well as
each significant
subgroup (EL, FY, LI,
Special Ed).
Additionally, the
District will continue to
maintain low Middle
and High School
dropout rates and
establish baseline data
from course access
assessments.
1, 2, 3, 4, 5, 6, 7 &
8
Updated August 6, 2014 Page 8
Student / School
Achievement
COMPONENT II:
Performing Arts, School/
Community Involvement,
and Character Counts!
COMPONENT III:
District Site Review
Intercultural and
Diversity Advisory
Council (IDAC) goals
CLASSI is intended to
serve both evaluative
and diagnostic
functions. Component I
identifies and monitors
annually critical student
achievement indicators
for grades K through 12.
These indicators are
aligned with the
California State
curricular standards and
bear directly on the
district goal of preparing
graduates to continue
their post secondary
education. Component
II establishes standards
and ratings for
evaluating certain school
management,
community involvement,
and cocurricular
priorities which are
indicative of
comprehensive, well-
managed school
programs. Component
III is an assessment of
the efficacy of the school
Updated August 6, 2014 Page 9
as an institution.
Whereas CLASSI
Components I and II
have to do with
outcomes (products), the
intent of Component III is
to establish a means for
schools to reflect on and
self-evaluate the
practices and processes
within the school as they
relate to the IDAC
Cultural Competency
Goals. A key aspect of
this self-examination is
the interaction among
and involvement of the
stakeholders of the
school in the self-review
process. In addition, the
district conducts site
reviews to validate the
progress of sites as well
as offer
recommendations for
continuous
improvement.
Updated August 6, 2014 Page 10
Student learning is
maximized when
sufficient instructional
materials and
textbooks are available,
the learning
environment is
comfortable and well-
maintained, and when
all students feel secure
at school. Success in
this area will be
measured by student
attendance, student
discipline, student
involvement in co-
curricular programs,
and local
measurements such as
CLASSI (described
above) or SART, annual
parent and student
surveys (e.g. Native
American Indian, DAC,
DELAC, Migrant
Education, SART, Sr.
Voice), SPSAs, LEAP,
and the annual School
Accountability Report
Card.
Goal 2. The District will
operate with increasing
efficiency and
effectiveness in all areas
of operation including the
provision of high quality
learning facilities,
provision of instructional
materials, promoting safe
school environments, and
parental engagement and
communication.
All
All
Year one of the three-
year LCAP will be used
to determine baseline
data in the state-
required metric areas
of sufficient materials,
maintenance of
facilities, CCSS
implementation,
parental involvement,
CTE, attendance,
chronic absenteeism,
suspension/expulsion
rates, surveys and
access to broad
coursework .
This year will also be
used to update CLASSI
as needed to ensure
this local assessment
metric reflects the
District’s LCAP
commitments and
required metrics.
In year two, work to
gather baseline data
will be complete and
the existing CLASSI
metrics will be updated
to reflect new state
requirements. It is
expected that the
metrics included at left
will increase by at
minimum 1% for all
students as well as
each significant
subgroup (EL, FY, LI,
Special Ed).
It is expected at the
metrics included at left
will increase by 1% for
all students as well as
each significant
subgroup (EL, FY, LI,
Special Ed).
1, 2, 3, 4, 5, 6, 7 & 8.
Updated August 6, 2014 Page 11
Highly qualified, well-
trained educational
teams who
demonstrate care for
students are critical to
student success, and
specifically effective in
engaging all students
(including LI, FY and EL)
in their educational
experience. Success
will be measured by
the percentage of
highly qualified
teachers, drop out and
attendance rates, and
local measurements
such as CLASSI and
SART, annual parent
and student surveys
(e.g. Native American
Indian, DAC, DELAC,
Migrant Education,
SART, Sr. Voice), SPSAs,
LEAP, and the annual
School Accountability
Report Card.
Goal 3. The district will
provide a collaborative
learning environment for
all students, including
FY/LI/EL that effectively
recruits, trains and
retains an exceptionally
talented and highly skilled
workforce reflecting the
culture and traditions of
Clovis Unified School
District.
LI, EL, Special
Education,
Foster Youth
and all
significant
subgroups
All
Close to 100% of CUSD
teachers meet district,
state and federal
“highly qualified”
criteria. Work will
continue to increase
the percentage of staff
who are highly
qualified and
specifically trained in
focus areas for EL,
Special Education, FY
and LI.
Maintain or increase
parent and staff
satisfaction results in
annual surveys.
2014-15 will serve as a
baseline year for
performance
indicators. Specific
school and district
goals will be developed
through the CLASSI
process and reflected
in future years of the
LCAP.
Increase by a minimum
of one percent the
percentage of staff
who are highly
qualified and
specifically trained in
focus areas for EL,
Special Education, FY
and LI.
Maintain (if over 85%
satisfied) or increase by
at minimum one
percent parent and
staff satisfaction results
in annual surveys.
Increase by a minimum
of one percent the
percentage of staff
who are highly
qualified and
specifically trained in
focus areas for EL,
Special Education, FY
and LI.
Maintain (if over 85%
satisfied) or increase by
at minimum one
percent parent and
staff satisfaction results
in annual surveys.
1, 2, 3, 4, 5, 6, 7 & 8.
Updated August 6, 2014 Page 12
Section 3: Actions, Services, and Expenditures
For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require the
LCAP to include a description of the specific actions an LEA will take to meet the goals identified. Additionally Education Code section 52604 requires a listing and description of the expenditures required to
implement the specific actions.
Instructions: Identify annual actions to be performed to meet the goals described in Section 2, and describe expenditures to implement each action, and where these expenditures can be found in the LEA’s
budget. Actions may describe a group of services that are implemented to achieve identified goals. The actions and expenditures must reflect details within a goal for the specific subgroups identified in
Education Code section 52052, including pupils with disabilities, and for specific school sites as applicable. In describing the actions and expenditures that will serve low-income, English learner, and/or foster
youth pupils as defined in Education Code section 42238.01, the LEA must identify whether supplemental and concentration funds are used in a districtwide, schoolwide, countywide, or charterwide manner. In
the annual update, the LEA must describe any changes to actions as a result of a review of progress. The LEA must reference all fund sources used to support actions and services. Expenditures must be
classified using the California School Accounting Manual as required by Education Code sections 52061, 52067, and 47606.5.
Guiding Questions:
1) What actions/services will be provided to all pupils, to subgroups of pupils identified pursuant to Education Code section 52052, to specific school sites, to English learners, to low-income pupils, and/or
to foster youth to achieve goals identified in the LCAP?
2) How do these actions/services link to identified goals and performance indicators?
3) What expenditures support changes to actions/services as a result of the goal identified? Where can these expenditures be found in the LEA’s budget?
4) In the annual update, how have the actions/services addressed the needs of all pupils and did the provisions of those services result in the desired outcomes?
5) In the annual update, how have the actions/services addressed the needs of all subgroups of pupils identified pursuant to Education Code section 52052, including, but not limited to, English learners,
low-income pupils, and foster youth; and did the provision of those actions/services result in the desired outcomes?
6) In the annual update, how have the actions/services addressed the identified needs and goals of specific school sites and did the provision of those actions/services result in the desired outcomes?
7) In the annual update, what changes in actions, services, and expenditures have been made as a result of reviewing past progress and/or changes to goals?
A. What annual actions, and the LEA may include any services that support these actions, are to be performed to meet the goals described in Section 2 for ALL pupils and the goals specifically for
subgroups of pupils identified in Education Code section 52052 but not listed in Table 3B below (e.g., Ethnic subgroups and pupils with disabilities)? List and describe expenditures for each fiscal
year implementing these actions, including where these expenditures can be found in the LEA’s budget.
Updated August 6, 2014 Page 13
3.A. For school districts, Education Code sections 52060 and 52061, for county offices of education, Education Code sections 52066 and 52067, and for charter schools, Education Code section 47606.5 require the
LCAP to include a description of the specific actions an LEA will take to meet the goals identified. Additionally Education Code section 52604 requires a listing and description of the expenditures required to
implement the specific actions.
Goal
(Include and
identify all
goals from
Section 2)
Related
State and
Local
Priorities
(from Section
2)
Actions and Services
Level of
Service
(Indicate if
schoolwide
or LEA-
wide)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided in each year (and are projected to be provided in years 2 and 3)? What are
the anticipated expenditures for each action (including funding source)?
LCAP Year
Year 1: 2014-15
Year 2: 2015-16 Year 3: 2016-17
Goal 1, 2,
& 3
1, 2, 3, 5,
6, 8
Provide
instructional and
operational
technology for all
students. Maintain
and support
technology systems
to ensure students
and employees
access to effective
technology to
support the
District’s goals.
LEA-wide
Ongoing investment in delivering and
sustaining classroom and operating
technology to ensure efficient
delivery of instruction and business
services of the District.
This includes purchase of devices,
technology to maintain and support
systems, and infrastructure to ensure
accessibility to technology. This
budget will be increased by $2 million
in 2014-15 to support the
maintenance and replacement of
new student computer devices
purchased in 2013-14. $7.4 million
in base grant funds.
$7.4 million (base grant) to be
adjusted to reflect the annual cost of
maintaining the system (including
price increases, compensation
changes, and known impact related
to enrollment growth).
$7.4 million (base grant) to be adjusted
to reflect the annual cost of maintaining
the system (including price increases,
compensation changes, and known
impact related to enrollment growth).
Goal 1
1, 2, 3, 4,
5, 6, 7 & 8
Reduce class sizes
in grades K-3 and
4-6.
All
elementary
schools
Reduce classroom cap in grades K-3
by 1, to 27 pupils at a cost of $1.2
million in base grant funds.
Continue to decrease student to
teacher ratio grades K-3 by school
site at a cost of $1 million (base grant
funds) in addition to prior year base
grant allocation.
Reduce classroom cap in grades K-3
by 1, to 26 pupils; and classroom cap
in grades 4-6 by 1, to 36 pupils, at an
additional cost of $935,000 in base
grant funds.
Goal 1,2
& 3
1, 2, 3, 5, 7
& 8
Offer professional
development for
implementation of
the new state
standards
LEA-wide
Add two (2) additional professional
development days per year for
teachers. $1.1 million in base grant
funds.
Maintain two additional professional
development days for teachers
included in 2014-15 budget. On-
going cost of $1.1 in base grant
funds.
Evaluate necessity of 2 additional
professional development days for
teachers in 2015-16 annual update and
determine whether to continue to
include in 2016-17 base grant budget.
Goal 1
1, 2, 5, 6, 8
Purchase textbooks
to ensure standards
aligned curriculum
for all students.
LEA-wide
$1 million in base grant funds to
purchase new K-12 textbooks
aligned to standards. This is in
addition to $1.4 million in
Continue $1 million in base grant
funds for instructional supplies and
textbooks.
Continue $1 million in base grant funds
for instructional supplies and
textbooks.
Updated August 6, 2014 Page 14
supplemental grant funds designated
for supplemental instructional
materials.
Updated August 6, 2014 Page 15
Goal 1, 2,
3
1, 2, 3, 4,
5, 7 & 8
Provision of services
to students with
Individual Education
Plans (IEPs) or
otherwise qualifying
for special education
programs/services.
LEA-
wide
A total of $45 million of federal, state,
local and base grant funds to provide
services and programs to students as
determined through the IEP process,
which is an increase of more than
$1.5 million over 2013-14. More than
$9 million of the District’s base grant
funds will be used to offset the
difference between federal and state
funding and the services identified
through the IEP process.
$46 million of federal, state, local and
base grant funds to provide services
and programs to students as
determined through the IEP and
evaluation process. In years two and
three, District contribution will be
dependent on federal and state
funding shortfalls for Special
Education services.
$46 million of federal, state, local and
base grant funds to provide services
and programs to students as
determined through the IEP process
and evaluation process. In years two
and three, District contribution will be
dependent on federal and state funding
shortfalls for Special Education
services.
Goal 2
1, 6 & 7
Custodial and
maintenance
services to ensure
schools are clean
and well-keep
environments in
which students can
be prepared to
learn.
LEA-
wide
An increase of $540,000 in base grant
funds, for a total of $25.2 million
$25.2 million in base grant funds
adjusted to reflect the annual cost of
maintaining services.
$25.2 million in base grant funds
adjusted to reflect the annual cost of
maintaining services.
Goal 2
6 & 7
Maintenance and
repair of school
facilities to ensure
quality learning
environments for
students.
LEA-
wide
$8.6 million in base grant funds
$8.7 million in base grant funds.
$8.9 million in base grant funds.
Goal 1
1, 2, 3, 4,
5, 7 & 8
Provide extensive
career technical
education courses at
all high schools,
Adult Education and
CART. This includes
supplies, equipment,
facilities and some
staff.
All high
schools,
Adult
School
and
CART
$2.4 million in base grant funds
$3.9 million in base grant funds
adjusted to reflect the annual cost of
maintaining the system (such as
price increases, compensation
changes, and known impact related
to enrollment growth).
$3.9 million in base grant funds
adjusted to reflect the annual cost of
maintaining the system (such as price
increases, compensation changes, and
known impact related to enrollment
growth).
Goal 1, 2
& 3
1, 2, 3, 4,
5, 6, 7 & 8
On-going operating
costs to maintain
existing programs
and services to
LEA-
wide
Approximately $239 million in base
grant funds.
$248 million to be adjusted to reflect
the annual cost of maintaining
programs and services (such as
price increases, compensation
$247 million adjusted to reflect the
annual cost of maintaining programs
and services (such as price increases,
compensation changes, and known
Updated August 6, 2014 Page 16
students such as
operational
expenses;
instructional
supplies; Adult
Education; utility
costs; transportation
services; custodial
services; teachers;
administration;
clerical support;
salaries, statutory
and benefits;
existing intervention
services and co-
curricular programs
changes, and known impact related
to enrollment growth).
impact related to enrollment growth).
Updated August 6, 2014 Page 17
B. Identify additional annual actions, and the LEA may include any services that support these actions, above what is provided for all pupils that will serve low-income, English learner, and/or
foster youth pupils as defined in Education Code section 42238.01 and pupils redesignated as fluent English proficient. The identified actions must include, but are not limited to, those actions
that are to be performed to meet the targeted goals described in Section 2 for low-income pupils, English learners, foster youth and/or pupils redesignated as fluent English proficient (e.g., not
listed in Table 3A above). List and describe expenditures for each fiscal year implementing these actions, including where those expenditures can be found in the LEA’s budget.v
Goal
(Include
and
identify all
goals from
Section 2,
if
applicable)
Related State
and Local
Priorities
(from
Section 2)
Actions and Services
Level of
Service
(Indicate if
schoolwide
or LEA-wide)
Annual
Update:
Review of
actions/
services
What actions are performed or services provided in each year (and are projected to be provided in years 2 and 3)? What are the
anticipated expenditures for each action (including funding source)?
LCAP Year
Year 1: 2014-15
Year 2: 2015-16 Year 3: 2016-17
All actions and services
listed in section 3B are
designed to best meet
the needs of low income
pupils, English learners,
foster youth and
redesignated English
proficient pupils as
designated below.
Goal 1 & 2
1, 2, 3, 5, 7 &
8
Parent Involvement:
Identified need by
parents/guardians for
increasing quantity of
parent/guardian
education opportunities
and providing home to
school communication in
home language.
Provide additional
parent/guardian resource
workshops, and both oral
and written translation
services to increase
involvement of parents or
LEA-wide
$85,000 in supplemental grant funds
distributed through high school Areas to
be used to improve quantity of
parent/guardian workshops and oral and
written translations.
In LCAP Year One additional research
and planning would be conducted in
collaboration with the new Transition
Counselors/Coordinators/Directors
identified in the “Services to Students”
section of this document to develop plans
to increase parent engagement, parents’
knowledge of Clovis Unified and how they
can be involved in their child’s education,
Continued allocation of $85,000 of
supplemental grant funds and evaluation of
additional needs through Annual Review
Process, distributed through high school Areas
to be used to improve quantity of
parent/guardian workshops and oral and written
translations.
Implementation of the results of research and
planning conducted around Area-based Parent
Resource Center concept. To be refined in the
annual update process.
Continued allocation of $85,000 of
supplemental grant funds and evaluation of
additional needs through Annual Review
Process, distributed through high school
Areas to be used to improve quantity of
parent/guardian workshops and oral and
written translations.
Updated August 6, 2014 Page 18
guardians of EL/LI/FY.
Provide additional parent
engagement resources
(workshops, training,
connection points to
schools, “how to”
resources, etc.) through
the development of Area-
based Parent Resource
Center concept. This
service would be
coordinated with the
Transition
Counselor/Coordinator/Di
rector team identified
under the “Services to
Students” section of the
LCAP.
and identification of measurement tools to
evaluate effectiveness of parent
engagement efforts.
Goal 1-3
1, 3, 7 & 8
Safety: In order to
promote a secure
campus environment
which motivates all
students to attend school
on a regular basis and
engage in their
education:
*Hire three new School
Resource Officers and 1
dispatcher to support
school safety and
provide points of
connection between at
risk students and school,
decrease student
discipline and enhance
safety at all schools.
LEA-wide
$288,000 in supplemental grant funds to
identify and hire three new School
Resource Officers to support the delivery
of a safe school environment and provide
points of connection for at risk students;
and one clerical dispatcher in order to
more efficiently deploy school safety
officers among schools. (supplemental
grant funds).
Maintain 2014-15 staffing levels of school
safety officers and the dispatcher while
evaluating the effectiveness of their presence
on campuses ($288,000 supplemental grant
funds).
Maintain 2014-15 staffing levels of school
safety officers and the dispatcher while
evaluating the effectiveness of their presence
on campuses ($288,000 supplemental grant
funds).
Updated August 6, 2014 Page 19
Goal 1
1, 2, 4, 5, 6 &
8
College and Career
Readiness: In order for
EL, LI and FY students,
as well as all at risk
students, to be prepared
for college and career,
and succeed on college
entrance exams, they
need broad access to
preparation resources.
*Licensing to provide
online college and career
planning and test
preparation resources to
all high school
counselors and all high
school students to equip
counselors to serve all
students including foster
youth, EL, redesignated
EL, and low income
students (who might not
otherwise have access to
these resources).
All secondary
schools
Purchase school-wide licensing for online
college and career planning and test
preparation resources at a cost of
$50,000 annually (supplemental grant).
Purchase school-wide licensing for online
college and career planning and test
preparation resources at a cost of $50,000
annually (supplemental grant).
Purchase school-wide licensing for online
college and career planning and test
preparation resources at a cost of $50,000
annually (supplemental grant).
Goal 1 & 2
1, 3, 7 & 8
Student Engagement
through Co-Curricular
Programs:
*In order to provide all
students, especially low
income students, access
to the district’s
performing arts program
in order to increase
engagement in school,
the District will invest in
repairing and purchasing
performing arts
equipment to use as
LEA Wide
• One time purchases of instruments
for music program, repairs of existing
instruments, and other visual and
performing arts equipment, and staff
to coordinate execution of district-
wide choral and instrumental program
• Funds disbursed by Area to increase
access to co-curricular programs at
the discretion of Area and school site
leadership (scholarships for
equipment/camps, additional
coaching stipends, etc.).
• Research into the number and
• Provide ongoing maintenance and staffing to
ensure access to the visual and performing
arts program for all students, specifically
including low income and foster youth
(supplemental grant).
• Supplemental funds disbursed by Area to
increase access to co-curricular programs at
the discretion of Area and school site
leadership (through additional coaching
stipends, scholarships for equipment/camps,
etc.).
• Implement any additional transportation runs
identified in the 2014-15 study.
Continue the $2.1 million in supplemental
grant expenditures for instructional
materials.
Updated August 6, 2014 Page 20
“loaners” for students
without resources to
purchase instruments.
*To increase access to
co-curricular programs
by low income and foster
youth (who may face
transportation challenges
and cannot access costly
camps/off season
programs), the number of
after school co-curricular
transportation will be
increased, and each
Area will be provided
with additional funds to
increase access to co-
curricular programs.
*Connection points to
school increase student
engagement and
interest, and improve
student performance.
Recognizing that not all
students want to actively
participate in co-
curricular activities as a
competitor, the District
will eliminate student
attendance charges at
some VAPA and athletic
events to encourage LI,
FY, and all students to
participate in school
activities.
location of additional co-curricular
transportation runs will be conducted
for implementation as necessary in
the 2015-16 year.
• Offset cost of providing free entrance
to students for high school games,
additional rooter buses, and other
incentives to participate in school
events. Conduct a study of additional
costs of expanding program to some
VAPA events.
Approximate total of $1,193,000 in
supplemental grant funds.
• Offset cost of providing free entrance to
students for high school games, additional
rooter buses, and other incentives to
participate in school events. Additional cost
identified in 2014-15 to expand services to
VAPA events as well.
Approximate total of $790,000 in supplemental
funds.
Goal 1 - 3
1, 2, 3, 4, 5,
6, 7, & 8
Curriculum &
Instruction: Support
students who are at risk
LEA-wide
An additional amount of $1.8 million ($1.4
million instructional materials/$.4 million
professional development) in
An additional $274,000 of supplemental grant
funds will be used to purchase supplemental
instructional materials for focus students. This
Continue the $2.1 million in supplemental
grant expenditures for instructional
materials.
Updated August 6, 2014 Page 21
of not achieving grade
level standards (including
LI, FY and EL) with
sufficient textbooks and
instructional materials,
train and equip staff to be
highly skilled at meeting
the needs of all students.
*Provide professional
development specific to
the implementation of
California’s Content
Standards, train highly
qualified teachers, and
develop new curriculum
units and assessments
aligned to standards to
ensure all students,
including EL, LI and FY,
achieve at a high level.
*Purchase instructional
materials to ensure all
students, including FY, LI
and EL, are provided
with standards-aligned
instructional materials
supplemental grant funds will be used to
supplement materials purchased with Title
II federal and base grant funds.
is in addition to the supplemental funds
budgeted in 2014-15, resulting in approximately
$2.1 million for instructional materials.
Updated August 6, 2014 Page 22
Goal 1-3
1, 2, 3, 4, 5,
6, 7, & 8
Intervention Support:
At risk students benefit
from focused intervention
services.
Provide after school
intervention focused
programs specifically
focused on EL, LI and FY
at schools with high
populations of at risk
students. This service
will allow all Title I
schools to provide these
programs.
*Provide intervention
summer school for EL,
LI, FY and all students at
risk of not progressing
toward graduation.
*Provide fully
credentialed teachers to
“push in” to K-6 classes
during the regular school
day and provide focused
instruction for students
achieving below grade
level, including EL, LI
and FY
*Create “shadow
classes” at secondary
schools to deliver
additional instruction in
core areas to students
performing below grade
level, including LI, FY
LEA-wide
• Some Title I schools have structured
after school intervention programs. To
ensure all Title I campuses have
similar programs, additional funds will
be allocated to provide such services
at all Title I schools.
• In addition to existing K-6 intervention
“push in” teachers, each elementary
school will be provided with 250 hours
annually to increase services to
students performing below grade level,
including LI, EL and FY.
• Provide facilities, staff and instructional
materials for extended instruction
during summer months for at risk
students.
• Planning for implementation of 20 new
highly qualified teachers at the
secondary level to support EL
students, and ensure proper
credentialing.
• A total of 32 additional stipends
provided to secondary schools to
increase intervention services (e.g.
homework lab, technology access
labs, CAHSEE or other test prep, etc.)
to at risk students
• Provide facilities, staff and instructional
materials for transition/support
services to foster youth entering Clovis
Unified schools to ensure a successful
academic and social-emotional
transition into the comprehensive high
school environment.
• 20 teachers hired to provide English and
mathematics instruction to students at risk of
failing core subjects (including LI, FY and
EL).
• Hire 20 new fully credentialed teachers to
offer additional English Language
Development classes at the secondary level
(2 per high school Area).
An additional $2.4 million in supplemental grant
funds. Assessments would also be conducted
in years one and two to identify any additional
after school intervention sites needed.
• Evaluate effectiveness of new ELD
classes at secondary level and adjust
resources accordingly.
On-going $4.7 million in supplemental grant
funds and additional items identified in the
assessment and research conducted during
LCAP years one and two.
Updated August 6, 2014 Page 23
and EL.
*Additional stipends to
expand intervention
services at secondary
level.
Provide a transition
program for foster youth
entering Clovis Unified
schools at the secondary
level.
Establish dedicated
English Language
Development classes at
every high school to
support EL students,
improve reclassification
rates, and engage
parents in primary
language.
Provide specialized
services to migrant
education students and
families to maintain
ongoing communication
between home and
school.
• 2014-15 would be a planning year to
prepare for the hiring of approximately
20 additional teachers to implement
“shadow classes” in English and
mathematics at secondary schools.
• In addition to federal dollars to deliver
these services, supplemental grant
funds would be used to provide
translation services and support
connection between migrant families
and students, and the District.
Approximately $2.3 million supplemental
grant funds.
Updated August 6, 2014 Page 24
Goal 1, 3
1, 2, 3, 5, 7 &
8
On-going School Site
Allocations:
Every school community
has unique student
needs, and funds will be
disbursed to individual
school sites based on the
number of qualifying
students in order to meet
unique needs identified
by the community and
school site leadership.
All schools
• Continued individual school-site
allocations for a total of $2.7 million in
supplemental funds based on LI, FY
and EL students. These funds provide
targeted services at the discretion of
the local school site administration and
community, and may come in the form
of additional push-in teachers,
specialized instructional resources,
parent-engagement efforts, etc. These
funds formerly were delivered to sites
in the form of Economic Impact Aid
(EIA) funds.
• Continued individual school-site allocations
in supplemental funds based on LI, FY and
EL students. These funds provide targeted
services at the discretion of the local school
site administration and community, and may
come in the form of additional push-in
teachers, specialized instructional
resources, parent-engagement efforts, etc.
These funds formerly were delivered to sites
in the form of Economic Impact Aid (EIA)
funds.
• Continued individual school-site
allocations in supplemental funds based
on LI, FY and EL students. These funds
provide targeted services at the discretion
of the local school site administration and
community, and may come in the form of
additional push-in teachers, specialized
instructional resources, parent-
engagement efforts, etc. These funds
formerly were delivered to sites in the form
of Economic Impact Aid (EIA) funds.
Goal 1 – 3
1, 2, 3, 4, 5,
6, 7, & 8
Services to Students:
Caring educational
teams that form
connections with at risk
students and their
families, and provide
points of connection to
school are effective in
preventing drop outs,
absenteeism, and
underachievement.
*Provide at risk students,
including LI, FY and EL
support in the transition
years of grades 5-12 and
to increase school to
home communication
and connections,
increase the number of
student relations liaisons
on secondary campuses.
*At risk students struggle
in the transition between
elementary, intermediate
LEA-wide
• 10 additional student relations liaisons
(SRL) would be hired to offer support
and connection points for at risk
students and their families. The SRLs
would work in coordination with
transition counselors with identified at
risk students in grades 5-12.
• Provide services to migrant education
students and their parents to improve
connection to school.
• Based at the secondary level,
transition counselors/directors would
work to improve collaboration and
coordination between elementary,
intermediate and high schools.
Specifically focused on at risk students
(including LI, FY and EL), seven (7)
transition counselors/directors will be
assigned caseloads by Area and
based on the number of at risk
students within each Area.
• Planning and development year before
adding additional academic counselors
• Continue to fund 10 additional student
relations liaisons (SRL) to offer support and
connection points for students and their
families.
• Hire six (6) new academic counselors to
focus on EL, LI and FY students and reduce
overall counselor caseloads at all high
schools.
• Continue to provide special education
services to LI, FY, EL students as identified
in the IEP process.
• Five learning directors and clerical support
hired to oversee and coordinate services
and staff (including ELD teachers,
intervention teachers, etc.) at secondary
level.
• Training will be conducted for the Transition
Teams to ensure they are equipped to meet
the needs of LI, FY, EL and other at risk
students. Coordinate with Parent
Engagement section’s “Parent Resource
Center” to consider expansion of services to
• Continue to fund 10 additional student
relations liaisons (SRL) to offer support
and connection points for students and
their families.
• Hire an additional five (5) academic
counselors to focus on the continued
reduction of caseloads and increase in
counseling services.
• Continue to provide special education
services to LI, FY, EL students as
identified in the IEP process.
• An additional five learning directors hired
to oversee and coordinate services and
staff (including ELD teachers, intervention
teachers, etc.) at secondary level.
An additional approximately $1.2 million in
supplemental grant funds.
Updated August 6, 2014 Page 25
and high school. To
increase the success of
these students, avoid
drop outs or chronic
absenteeism, and
increase graduation
rates, transition
counselors/directors
would be assigned to
each high school area.
*Add academic
counselors to reduce
case loads and increase
the amount of time all
students, including LI, FY
and EL, spend with
counselors to prepare for
college and career.
Deliver special education
services identified in the
Individualized Education
Plan process for FY, LI
and EL students as
needed.
*To provide leadership,
coordinate professional
learning communities
and other professional
development efforts,
implementation of
standards, and support
services to EL, FY and LI
students as well as all
students, restore one
learning director at each
secondary school.
to reduce caseloads and focus on the
needs of LI, FY, EL and all at risk
students.
• Deliver services identified in the IEP
process to LI, FY and EL students.
• Planning and development year for the
provision of learning directors to lead
efforts focused on EL, LI, FY and all at
risk students.
• Research into possible need for
additional transportation support for at
risk students to get to and from school.
Approximately $840,000 in supplemental
grant funds.
support parent involvement.
• Evaluate status of existing social-emotional
support services and evaluate in annual
LCAP update process.
An additional approximately $1.35 million in
supplemental grant funds.
Updated August 6, 2014 Page 26
C. Describe the LEA’s increase in funds in the LCAP year calculated on the basis of the number and concentration of low income, foster youth, and English learner pupils as determined pursuant to
5 CCR 15496(a)(5). Describe how the LEA is expending these funds in the LCAP year. Include a description of, and justification for, the use of any funds in a districtwide, schoolwide, countywide,
or charterwide manner as specified in 5 CCR 15496. For school districts with below 55 percent of enrollment of unduplicated pupils in the district or below 40 percent of enrollment of
unduplicated pupils at a school site in the LCAP year, when using supplemental and concentration funds in a districtwide or schoolwide manner, the school district must additionally describe
how the services provided are the most effective use of funds to meet the district’s goals for unduplicated pupils in the state priority areas. (See 5 CCR 15496(b) for guidance.)
In 2013-2014 $2.7 million was spent on unduplicated pupils (also included in the 2014-15 LCAP in the form of individual site allocations based on the number of LI, FY and EL
students). In 2014-15 $ 9.2 million will be spent, an increase of $6.5 million in
funds for the LCAP year calculated on the basis of the number and concentration of low income,
foster
youth, and English learner pupils as determined pursuant to 5 CCR 15496(a)(5). These funds will be spent on the areas identified by our community engagement process
and related research. These areas are:
1. Parent Involvement: Providing parent resource centers, increasing translation services, and creating parent resource nights.
2. Safety: Increasing the number of school safety personnel.
3. College and career readiness: Provide additional college and career readiness resources at high schools, and services in the transition years of grades 5-12.
4. Student engagement through co-curricular programs: Increase access to co-curricular programs by expanding district-provided resources, transportation and opportunities to
access after-school events and activities.
5. Curriculum and instruction: Increase access to supplemental instructional materials, train and equip staff to serve at-risk students.
6. Intervention and support: Provide after school, summer and in-class intervention support to serve at-risk students; expand intervention support at secondary level through
additional core classes (“shadow” classes), credentialed teachers; specific transition services to foster youth, dedicated language development classes, and specialized services
to migrant education students.
7. On-going school site allocations: Allowing for unique intervention services based on local school discretion as reflected in School Plans for Student Achievement (SPSA).
8. Services to students: Create educational teams focused on targeted services to at-risk students in the transition years of grades 5-12 that increases contact with parents and
students, and pairs intervention services on an as-needed basis supporting the other seven LCAP areas.
In Section 3B, those actions indicated by an asterisk were determined to be the most effective use of supplemental grant funds for foster youth, low income and English
Learners to meet the District’s goals. This determination was made based on input received from parents, employees, students and the community of the most effective
strategies and services for at risk students (specifically EL, LI and FY), and student performance indicators and research. These actions and/or services are specifically focused
Updated August 6, 2014 Page 27
on aiding EL, FY and LI students in meeting the District’s goals, but may also be accessed and/or used by all students who are at risk of failing to meet one or more of the
District’s goals and the state priority areas.
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D. Consistent with the requirements of 5 CCR 15496, demonstrate how the services provided in the LCAP year for low income pupils, foster youth, and English learners provide for increased or
improved services for these pupils in proportion to the increase in funding provided for such pupils in that year as calculated pursuant to 5 CCR 15496(a)(7). Identify the percentage by which
services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as calculated pursuant to 5 CCR 15496(a). An LEA shall
describe how the proportionality percentage is met using a quantitative and/or qualitative description of the increased and/or improved services for unduplicated pupils as compared to the
services provided to all pupils.
3.6% is the percentage by which services for unduplicated pupils must be increased or improved as compared to the services provided to all pupils in the LCAP year as
calculated pursuant to 5 CCR 15496(a). The services described in Section 3B meet the proportional increase required by 5CCR 15496.
NOTE: Authority cited: Sections 42238.07 and 52064, Education Code. Reference: Sections 2574, 2575, 42238.01, 42238.02, 42238.03, 42238.07, 47605, 47605.5, 47606.5,
48926, 52052, 52060-52077, and 64001, Education Code; 20 U.S.C. Section 6312.
8-5-2014: Clovis Unified School District
Updated August 6, 2014 Page 29
